Learning

A recent literature review shows that children with disabilities are less likely, on average, to get to school and, even when they do attend, less likely to stay until they complete their schooling.

In the DRC, ACCELERE!1 (A!1), a USAID and UKAID funded project implemented by Chemonics, has launched “Lecture pour la vie,” a local language interactive audio instruction radio pilot program in response to COVID-19 school closures.

USAID’s new evidence review, Reigniting Learning: Strategies for Accelerating Learning Post-Crisis, identifies evidence-based strategies to adapt the curriculum, modify instructional time, and refine pedagogy to accelerate learning.

As the COVID-19 spreads, governments and higher education institutions are faced with tough decisions on how to continue to provide education and what role HEIs and HE can play to respond to the global pandemic. 

USAID’s Bridges to Employment partner INTRADESA, a textile company in El Salvador, recently shifted its production from casual clothing to protective gear for healthcare workers.

USAID has developed the Higher Education Program Framework. The framework is one of several new HE resources being released by the Office of Education to inform USAID higher education program design, implementation, and strategic planning. 

USAID and its partners recently experimented with cash benchmarking—a new, rigorous research design methodology—to better understand the cost-effectiveness of its investments.  

Language-focused MERL activities play an important role in gathering evidence and garnering support for adopting languages children use and understand outside of school for reading instruction.